Targeting Excellence - Modernising Scotland's Schools

Chapter 5 - Targeting Excellence through an Ethos of Achievement

"The ethos within a school, and its attitudes towards its pupils, have a significant impact on a child's experience and attainment."

The ethos within a school, and its attitudes towards its pupils, have a significant impact on a child's experience and attainment. The Government is committed to promoting social inclusion, where all children have the chance to grasp opportunities open to them - regardless of their abilities or background. A school cannot by itself ensure that all children have these chances, but it does have a role to play. Adopting an inclusive approach in the management of schools, and to tackling some of the factors which hinder learning, can have a positive effect on the educational experience of all children. Equally, ensuring that all children have a time and place to study, and offering opportunities to support classroom learning outwith the school day is important. It is essential too that children with special educational needs are supported, and their skills and learning potential developed.

Creating a Positive Ethos

1. A school which focuses solely on exam results to the exclusion of everything else is unlikely to succeed in achieving its goal. A positive ethos is essential to an improving and inclusive school. A purposeful working atmosphere in a school can make a significant difference to a child's development. A school with a positive ethos will be a school where Expectations are high and achievement encouraged Creative learning is developed Discipline problems are managed positively Pupils are encouraged to rise to challenges and learn how to work in co-operation with others There is close monitoring of progress and achievement Success is celebrated.

2. Such an approach will ensure that pupils emerge from school as good citizens - positive, motivated and well-rounded individuals, with an enthusiasm for learning and a desire to meet new challenges. There are general advantages for pupils' development too - for example pupils who feel that they can talk about problems with a member of staff and be treated fairly have an advantage over those whose school does not encourage such an approach. Schools with a positive ethos also tend to have lower exclusion rates and fewer discipline problems, contributing to a better educational environment for all pupils. The creation and maintenance of a positive ethos must therefore be a priority in every school.

3. Schools with a positive ethos have an open, inclusive approach - welcoming and involving both pupils and parents. The Government believes such an approach is the key to tackling problems such as discipline, exclusions, truancy and bullying, and that it is time to build on the work of the existing Ethos Network to develop a comprehensive programme in which all schools participate.

4. A positive ethos depends on many factors. For example, school uniform can develop a sense of belonging and pride amongst pupils. The Government believes that the positive effects of school uniform are such that it should be encouraged wherever possible by schools and by authorities. Pupil participation through School Councils or similar arrangements can also have a significant impact and deserve widespread support.

5. The Government will establish a National Ethos Programme, which will have 4 strategic priorities Networking Anti-Bullying Raising attendance Improving Discipline.

Developing a Positive Ethos

Shieldhill Primary School, Falkirk Council, a member of the Scottish Schools Ethos Network initiated a programme of training for peer mediation particularly to help to deal with playground disputes. Behaviour in the playground sometimes ended in fights and children often took the view that countering violence with violence was the only resort.

The school enlisted the expertise of a professional mediator to train a class of older pupils. Weekly training sessions were held involving co-operative games, role-play, problem-solving and brainstorming. After successfully completing the course pupils were awarded mediation training certificates.

The school now has a bank of training materials and plans to train each successive P6 class in peer mediation skills. The peer mediation programme has proved effective in developing pupils' communication skills and fostering a commitment among all pupils and staff to solve conflicts through negotiation.

6. The Government will encourage the continued expansion of the Scottish Schools Ethos Network, which currently has over 1,000 members. It publishes case studies, runs seminars and workshops and encourages exchange of good practice, covering all aspects of ethos from promoting positive behaviour to anti-bullying strategies. Within this network the Government will support the establishment of regionally based sub-networks so that all schools can benefit.

Anti-Bullying

7. Bullying in school is a very serious problem: it can have long-lasting and very damaging psychological effects. It is clear that bullying exists in our schools and shows no sign of disappearing. The Government believes a concerted effort is required to try to change attitudes and behaviour. A survey of education authorities' anti-bullying policies showed that while there were some good initiatives, there was a lack of consistency across the country. It was clear that a national, co-ordinated initiative to tackle bullying is required; and in October 1998 the Government announced that a new national anti-bullying network would be set up to share good practice and offer support to schools.

8. The network will help to ensure that all schools have fully effective anti-bullying policies, and keep these under constant review. It is important that initiatives which work in combating bullying - often those which fully involve pupils in responsible roles or encourage a more open, positive atmosphere in schools, such as older pupils mentoring younger ones - are taken up more comprehensively across the country. The emphasis of the network will be to help schools to find their own best way to deal with the problem.

Raising Attendance

9. Raising attendance is a strategic priority. Missed time can make it very difficult to catch up; once a pupil is disengaged from school it can be very difficult to interest them in learning again. Schools are setting targets to reduce non-attendance. A school with a positive approach to ethos and discipline is more likely to have pupils and parents who are committed to the school, and therefore likely to have less of a problem with non-attendance. The Ethos Network has usefully highlighted some case studies where schools have been successful in combating truancy. The Attendance and Absence Initiative also formed a network of schools to share good practice paying significant attention to the role of parents and published Close to the Mark in December 1997, which highlights examples of good practice. The Government wants to build on these initiatives and will encourage the further sharing and dissemination of good practice.

Improving Attendance

Irvine Royal Academy, a member of the Scottish Schools Ethos Network, and its five associated primary schools took part in a pilot project targeted on improving attendance. The project was designed collaboratively by the school and educational psychology service staff with input from the social work service. A group of students with attendance problems in Primary 7 at feeder primary schools made a number of informal visits to the school before beginning in S1 Guidance staff began telephoning parents or guardians of first year pupils who were absent on their first day of absence. Parents expressed their appreciation and, following prompt telephoning, pupils were found to return to school earlier and have less frequent bouts of non-attendance The social work service, in conjunction with teachers in the school, designed and ran courses for first and second year students with attendance problems. For the duration of the six week course participants' attendance rate averaged 90% and at the end of the course most students sustained an attendance rate of 70% and above general system of positive recognition of good and improved attendance was introduced.

New School Uniform

A new school uniform was successfully introduced at St Margaret's High School, Airdrie, North Lanarkshire in June 1998. This change took place after extensive consultation with staff, the School Board, the PTA, parents and pupils. To help to decide the style and colour of the uniform, the pupils organised a fashion show. It included a popular style which is similar to the uniforms worn by students in an Australian soap opera. Having decided on a uniform, the school negotiated a competitive price with outfitters for a complete uniform package. This initiative was strongly supported by parents and now almost all pupils wear the uniform.

Improving Discipline

10. Unfortunately all schools at some point will have problems with discipline; however some handle it more effectively than others. Children, like the rest of us, will generally react better to praise than they do to criticism. While it is important that sanctions and punishments are available for unacceptable behaviour an equal emphasis on praise and incentives can often mean that fewer discipline problems ensue. The Promoting Positive Discipline initiative was set up to encourage this approach and share good practice between schools, and will continue to be supported by the Government.

Building Bridges

Funded by the Alternatives to Exclusion Grant Scheme, Perth and Kinross Council have set up a project called Building Bridges, focusing on supporting pupils through the transition from primary to secondary school. Based at two primary schools in the Muirton area of the city and at Perth Grammar School, the project targets pupils who are identified in their last years at primary school as being at risk of failing to cope with the social and personal demands of the larger secondary school context. Experience has shown that these pupils often suffer exclusions early on in their secondary school career, setting up a downward spiral of disaffection and exclusion from which they sometimes never recover.

The project provides: focused work with the identified group of primary pupils; the development of a peer support programme within the secondary school; groupwork and individual education programmes for some pupils; and the involvement of parents through individual contact by the project team and a parent support group.

Alternatives to Exclusion

11. An inclusive school must consider very carefully its approach to exclusion. Exclusion will remain an important sanction but it should be the last resort. Pupils who are excluded from school lose out. Missing school means that they fall behind, and often find it difficult to catch up, with the result that they are more likely to alienate themselves further from learning. The Government has announced national targets to reduce exclusions by a third by 2002, and to ensure the provision of full time education for all children excluded for over three weeks. In order to achieve this Authorities have been asked to develop strategies and local targets for the reduction of exclusion so that the national target can be reached O23m will be made available under the Excellence Fund to ensure that appropriate provision can be made for pupils who have been excluded, or are at risk of exclusion. This is in addition to resources provided under the Alternatives to Exclusion Grant Scheme, which awarded O3m to authorities to pilot innovative alternatives to exclusion.

Possilpark Inclusion Project (PIP)

"I enjoyed going to PIP. Seeing teachers talking about good things. I liked being with the other children. It felt good not to be the only child with problems in school. I liked talking to other parents. It felt good to know people cared about me. I enjoyed the games especially the happy frog face colouring in the feelings sheet." One pupil's thoughts on their involvement in PIP.

With funding from the Alternatives to Exclusion Fund, Glasgow City Council set up the Possilpark Inclusion Project. Involving five primary schools, the project is based in St Cuthbert's Primary School, and aims to intervene at an early stage to encourage good behaviour and to welcome parents as full and active participants. Pupils are referred to the project by class teachers, and an individual programme drawn up after a referral meeting involving the child, parent, project team member and other relevant staff. This programme could involve counselling, one to one support, group work, behaviour monitoring or other relevant strategies. An initial assessment showed that 76% of school staff have reported positive improvements in the pupils involved.

Special Educational Needs

12. Every child has potential and is entitled to expect that the education system will help him or her to develop that potential to the full. Children with special educational needs are no different in this respect. Special schools have an important contribution to make in the drive to raise standards. Guidance is being prepared to ensure that special schools - and schools which have identified special needs provision - can develop targets for improvement relevant to their circumstances. Comprehensive good practice guidelines in special needs education will be published and made widely available. Children who need additional learning support are benefiting from many of the general policy initiatives outlined in this paper. In addition the Government is taking steps to strengthen support for children and young people with special educational needs and their families. A discussion paper on Special Educational Needs in Scotland was launched in May 1998. The Government has considered responses to the discussion paper and has announced several measures to improve the support available to families and schools working with children with special educational needs. These include An independent national advice service for children and families with special educational needs will be established An extra O2.5m per year has been allocated for staff development and training in special education needs An extra O3.5m a year to education authorities for speech and language therapy services A O2m grant scheme to support the voluntary and non-statutory sectors working with special needs.

13. The Government will receive and respond to recommendations from the Advisory Committee which has been set up to undertake a strategic review of special educational needs provision for children and young people with severe low incidence disabilities. The Committee will report in early 1999.

Supporting Classroom Learning

14. Children have the potential to learn in many different ways, and if what is being taught in the classroom is backed up at other times and in other ways then children's achievement will increase and they are more likely to reach their full potential. The recognition that each child is different is also crucial, and the Government believes that their learning and development should be planned on an individual basis. Homework and study support are important.

Homework

15. Homework is essential to support learning in the classroom and makes a vital contribution to raising standards by extending pupils' knowledge and encouraging independent thinking.

16. There should be more consistency in the setting of homework, particularly to ensure that both the amount and difficulty of homework given is appropriate to the age and stage the child is at. The Government will Ensure that each school has a clear whole school policy which reflects the importance of homework and says how it should be set. The policy should be communicated and discussed with parents - it is essential to gain their support and understanding of the approach the school is taking. The policy should provide a very clear message to pupils and parents about school expectations Encourage communication with parents on homework generally and supporting children's learning Review the existing guidance, in particular the Homework File. The File is a resource pack for teachers in both the primary and secondary sectors on approaches to ensure that homework plays its proper part in the education of pupils.

Study Support

17. Work outside the classroom should not be seen in a narrow context. Schools can help develop good study habits and increase learning by setting up and encouraging extra-curricular and study support activities - homework clubs, breakfast, lunch and evening clubs, and summer and holiday schemes. Study support helps promote social inclusion - provision can attract pupils who are demotivated by conventional classwork, they can also provide a supportive and quiet place to study and do homework for children who do not have such places at home.

S3 into S4 Summer School

The Summer School caters for approximately 120 pupils at Inveralmond Community High, West Lothian over 2 weeks. Now in its fourth successive year, the summer school wants students to enjoy themselves, build

self-confidence, and develop study skills for the important session to come in fourth year. There are study skills and subject workshops related to course investigations as well as sport and leisure activities. The summer school is staffed by West Lothian teachers and university students, who have all received special training.

18. In the long summer break, summer schools provide opportunities to extend pupils' horizons by bringing together pupils from different schools to work together in a very different environment from day to day schooling. Pupils come together on projects which teach them how to work as a team and which build their motivation and self-esteem. Projects can use pupils' interests, for example in sport, to develop their learning and skills in specific school subjects - and to help them fulfil their potential in sporting and other creative activities. Such creative and cultured activities can also attract demotivated pupils and assist in their intellectual and social development. The Government propose to expand the New Opportunities Fund out of school hours initiative to increase the provision of summer school places.

Supported Study Programme

The Supported study programme has been running at Doon Academy, East Ayrshire since 1991 and is authority funded. This session between October and Christmas the Supported Study sessions have been combined with subject tutorials from 4.00pm to 5.45pm.

There are two weekly evening sessions on Tuesday and Thursday running from 6.30pm - 9.00pm. These sessions will be open to S4/5/6 pupils but some facilities will also be open to S1-S3 pupils. Transport and snacks will be provided. Study packs are available for independent study and staff will be available to provide general support and, where necessary, specific subject assistance.

19. There are many benefits and pride should be taken in Scotland's record in pioneering these approaches.

20. A large majority of secondary schools now offer study support, with after-school sessions being most popular. Provision in secondary schools generally focuses on increasing pupil motivation and self-esteem with some weight attached to extra subject tuition, developing study habits and providing a sanctuary for completing homework. Primary school provision is not as extensive and tends to focus on enhancing pupil self-esteem and motivation. There are many examples of significant support from business and community interests.

21. The Government wants to support further development of study support, and is committed to Making 27m available through the Excellence Fund to add to the provision which authorities already make on study support. The eventual aim is that all children will have access to out of school hours learning activities if they want them Supporting the development of networking arrangements to share ideas and good practice - the Prince's Trust-Action has been awarded grant of O40,000 this financial year to co-ordinate this Additional funding - through the New Opportunities Fund (the NOF - the sixth good cause of the National Lottery) O23m will be made available for out of school hours learning activities in Scotland to fund projects involving half of all secondary and special schools and a quarter of all primary schools.

Sport in Schools

22. The Government supports the concept of healthy/active schools. Developing the skills which young people need to achieve a healthy lifestyle should be allied with the provision of physical education and the opportunity for all children and young people to participate in active play and sport. The Government recognises that boys and girls participate in sport in different ways. Girls often drop out of sport in their early teens but research shows that they would more willingy take part in aerobics or dance which could also be pursued outside school and in later life. Girls, particularly in their teenage years, need activities suited to their needs. The Government is determined to reverse the decline in sport in schools, which has taken place since the 1980's.

23. In November 1998 Mr Sam Galbraith, Minister for Sport in Scotland, announced a P8.1 million investment in youth and school sport which will provide a co-ordinated package of initiatives over the next three years. The initiatives include the appointment of a school sport co-ordinator in every secondary school in Scotland to promote sport to young people as an intrinsic part of their school life, to encourage them to build an active lifestyle into every day. An existing initiative, Team Sport Scotland, which currently receives funding from the Scottish Sports Council, will be extended over the next three years. Team Sport Scotland began in 1991 as an innovative programme to help address issues of school-aged sport.

24. Further information on these and other school sport initiatives are available from the Scottish Sports Council which has recently published Sport 21: Nothing Left to Chance which sets out a number of ideas and proposals for developing sport in schools in Scotland.

Health Education

25. Schools need to pursue active programmes of health and drugs education to support children's development. The provision of effective health education in Scottish schools is vital. The aim is to enable pupils to develop the skills necessary to make sound moral choices and to adopt a healthy lifestyle. Drug education is central to health education and recent incidents have shown that procedures must be in place to deal effectively with incidents of drug misuse in schools. The Government wants education authorities to address the issues within a comprehensive programme of personal and social education. The new School Drug Safety Team involving teachers, local authorities, the police and other key professionals will review guidelines to help teachers cope with drug related incidents and advise on the effectiveness of drug education in schools.

Holidays and the School Day

26. In seeking to modernise the framework within which schools operate we need to look at many areas. The structure of the school term and the length of the school day are also longstanding features of our school system which merit examination. The circumstances schools face, including the distances people travel, the growth of out of school learning, the understanding of how children learn and remember learning, have all changed over the years. In some countries schools work to a much longer school day; in other countries it is shorter. Typically on the continent schools start earlier and finish earlier. School holidays - especially the summer holidays - are still relatively long. Arguments have been put from time to time in favour of a fresh approach to reflect changed circumstances.

27. The Government believes traditional practices should not stand in the way of its modernising and improving agenda. We cannot therefore take a long hard look at the learning environment of our children without considering whether the organisation of the school term and the school day could be improved. The issues to address include Whether the current split of the school year into three terms with a long summer holiday and a week long break in October is the most appropriate. What might be the best alternatives? Whether the school day makes the best use of the time and facilities available for developing children's learning in the fullest sense. With the expansion of pre-school provision is it still necessary to have a shorter school day in the early part of P1? Should the school day be extended, for example, in order to allow more time for sport and extra-curricular activities? The length of the school day in many special schools is shorter. What length of school day would be in the children's best interests? Holiday dates can be different in neighbouring authorities. Not only can this be inconvenient for many parents but it can have a negative impact on attendance. Is there a need to harmonise dates - particularly for mid-term breaks?

28. The Government wishes to see a careful consideration of these and other issues relevant to creating the best learning framework for children and would welcome views.

Summary/Conclusion

P

Targeting Excellence through an Ethos of Achievement

Already Underway

Establish an anti-bullying network A focus on good practice in reducing non-attendance Support for new techniques in promoting positive discipline in schools Investment of O23m in alternatives to exclusion for children at risk of exclusion Investment of O50m (including O23m Lottery money) in study support. Action for improvement in provision for special educational needs Establish a School Drug Safety Team

Next Steps

Contining the expansion of the Scottish Schools Ethos Network Reviewing existing guidance on homework to ensure that each school has an effective policy Continuing to focus on promoting positive discipline in schools Establishing a new independent advice service for children and families with special educational needs Reviewing alternatives to the present structure of the school year and the school day